Bibliography. The following are the principal works consulted by the author in the preparation of the foregoing monograph. The list includes only those in his private library in addition to the writings of the Greeks themselves. These must, after all, be the chief reliance of all students of Greek education who are capable of forming their own opinions. Grasberger Erziehung and Untericht im Classischen Altertum; 3 volumes, 1864-91. Cramer, Geschichte der Erziehung und des Unterrichts im Altertum; 2 volumes, 1832-34. Pauly, Real-Encyclopædie der Classischen Altertumswissenschaft; 8 volumes, 1852-64. Jacobs, Vermischte Schriften; 8 vols.. 1832-44. Wachsmuth, Hellenische Altertumskunde ; 2 volumes, 1842-46. Becker & Hermann, Charikles; 3 volumes, 1852-54. Graefenhahn, Geschichte der Philologie im Al- Stadelmann, Erziehung and Unterricht bei den Capes, University Life in Ancient Athens; 1877. Schoemann, Die Griechischen Altertuemer; . Iwan Mueller's Handbuch; 9 volumes published to 1892. Department of Pedagogy. CHARLES W. SUPER, President. JOHN P. GORDY, PH. D.. (Leipsic,) Principal and Professor of Philosophy and Pedagogy. JAMES E. LE ROSSIGNOL, PH. D., (Leipsic,) Professor of Ethics and Psychology. WILLIS BOUGHTON,, A. M., (Michigan,) CATHERINE A. FINDLEY, In addition to the teachers above named ten other members of the Faculty of the Ohio University give instruction in the various subjects falling within the range of their department. The instruction is of three grades: preparatory, collegiate and post-graduate. The design of this department is to prepare teachers thoroughly for their profession. Persons who complete the prescribed course of collegiate study, extending through four years, will receive the degree of Bachelor of Pedagogy. Those who are candidates for other degrees can take electives in Pedagogy, if they desire. Upon graduation they receive a certificate in addition to the degree. further particulars address the President. For REPRINTED FROM EDUCATION, BOSTON, March, 1894. JOSEPH NEEF AND PESTALOZZIANISM WILL S. MONROE, STANFORD UNIVERSITY, CALIFORNIA. THE HE history of education in the United States is yet unwritten. Young as it is in years, many of the men and movements connected with its beginning are already forgotten or remembered only by a few special students. But when it comes to be written, Joseph Neef and his efforts to introduce Pestalozzianism in America, during the opening years of the present century, will be familiar to teachers generally. Today, scarcely a score of our professional educators know more than his name. Of the character and activities of this remarkable Alsacian-who fought with Napoleon, taught with Pestalozzi, and made the first contribution to a pedagogical literature in America-the present article is to deal. For it, the writer has taken possession of many widely scattered facts— the various accounts of Pestalozzi's work at Burgdorf, Owen's communistic movement at New Harmony, the excellent articles by Mr. Gardette) and Mr. Wood, (2) the printed books of Neef, letters and other documents from his daughter-and these he has endeavored to weave into a continuous sketch. For the benefit of those who may be interested in the further study of this wonderful man, there has been appended a bibliography, to which the numbers in the body of the article refer. While he has admired the work of this pioneer disciple of Pestalozzi and seemed to make the touch of the critical finger somewhat gentle, he has withal, endeavored to indicate the limitations and mistakes of the subject of his memoir. Francis Joseph Nicholas Neef was born at Soultz, Alsace, on the 6th of December, 1770. His father was a miller and destined his son for the priesthood; but when about twenty-one years old, young Neef gave up the idea of taking orders, and entered the French army under Napoleon. At the famous battle of Arcole, Italy, in 1796, he was severely wounded and forced to retire from the military service. It was then that he turned his attention to education. When he joined Pestalozzi, is nowhere positively stated. In the Plan of Education he says: "About a year after Pestalozzi's school was established I became acquainted with him.” The school at Burgdorf was opened in 1799, so that Neef must have joined Pestalozzi in 1800. The character of his teaching at Burgdorf is best given by Ramsaner(17) who was a pupil of the school at the time. He says: "Buss had the scholars to sing whilst marching in time two and two, holding each other by the hand, in the large corridors of the castle. This was our chief pleasure; but our joy reached its climax when our gymnastic master Neef, with his peculiar charm, took part in it. This Neef was an old soldier who had fought in all parts of the world. He was a giant with a great beard, a crabbed face, a severe air, a rude exterior, but he was kindness itself. When he marched with the air of a trooper at the head of sixty or eighty children, his great voice thundering a Swiss air, then he enchanted the whole house. **** I should say that Neef, in spite of the rudeness of his exterior, was the pupils' favorite, and for this reason he always lived with them and felt happiest when amongst them. He played, exercised, walked, bathed, climbed, threw stones with the scholars all in a childish spirit: this is how he had such unlimited authority over them. Meanwhile, he was not a pedagogue, he only had the heart of one." Pestalozzi, having been chosen a member of the Helvetic consulta in 1802, was frequently called to Paris to settle disputes and look after interests involving Helvetia. A philanthropic society in Paris, learning of his method of instruction, induced him to send. one of his teachers among them. Neef, because of his familiarity with the French and German languages, was chosen to conduct the Paris school. This school, a sort of orphanage, and not unlike the one that Pestalozzi was at the time conducting at Burgdorf, attracted general attention, and was visited by numerous distinguished educators and philanthropists, not a few of whom were Americans. |